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简要介绍了E-learning的发展、概念和特点,并在论述图书馆参与E-learning的重要意义的基础上,着重分析了在E-learning中图书馆所扮演的多重角色:信息服务机构、教育者和学习者。
相似文献4.
Clinical education increasingly includes opportunities for interprofessional (IP) placements but few opportunities for students and supervisors to adequately prepare for such placements. The aim of this project was to further develop and evaluate an online multidisciplinary resource that was originally designed to prepare students for single-discipline placements. The revised resource aimed to prepare health students and their supervisors for IP placements. The resource was trialled in host organisations with participants from naturopathy, nursing, osteopathy and pharmacy. The resource used language that was common to all participants and comprised activities that had broad relevance such as orientating students to specific placements, developing learning plans, clarifying roles, rights and responsibilities, and clinical scenarios that raised ethical and professional issues. The effectiveness of the resource as an IP learning tool was evaluated using an E-survey, focus groups and feedback from the project team. According to participants, the resource afforded insights into what other disciplines do and opportunities for cross-disciplinary interactions, which helped break down stereotypes and misconceptions. Cross-disciplinary commonalities such as those pertaining to patient care, communication and ethics became evident. Collaborative projects involving academics, clinical supervisors and students from multiple disciplines provided an opportunity for culture change in an education organisation from single discipline to a more collaborative interdisciplinary one. 相似文献
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E-learning是信息时代和知识经济的产物,是一种通过因特网进行的全新学习方式。随着现代医学科学的快速发展,医学信息素养对于现代医学教育具有重要意义,已成为医学生自身专业技术能力发展的第一需要。E-learning的目标、模式、教学设计与传统学习与教育方式都存在着显著的差异,将E-learning运用到医学教育上,是真正实现学生自主学习与医学综合素质培养及医学人才终身学习的有力保证,这必定是一场具有划时代意义的医学教育革命。 相似文献
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PURPOSE: To evaluate the efficacy of the e-learning course "Genetics of Epilepsies" and to assess the experiences of the participants and e-moderators with this new approach. METHODS: Prospective, controlled study with waiting group (control group, n = 18) and e-learning group (n = 20). The control group got the same reference literature list as the e-learning group. Both groups were assessed twice: The e-learning group before and after the course; the control group was assessed at the same times. Primary outcome measure: increase in knowledge about genetics of epilepsies using questionnaires based on items formulated by experts (internal consistency, Cronbach's alpha = 0.86). Main hypothesis: greater increase of knowledge in the e-learning group compared to control group. Secondary outcome measures: assessment of the educational course and learning environment by participants and by tutors/e-moderators. RESULTS: Significant time x group interaction and group effect (ANOVA, each p < 0.01) with regard to knowledge. At baseline, the groups did not differ with respect to knowledge about genetics of epilepsy. In contrast to the control group, the increase of knowledge in the e-learning group was highly significant (p < 0.001). The majority of the participants of the e-learning course was content with their personal learning process (75% agree, 15% strongly agree). Most of them reported a gain in competence in the treatment and counseling of people with epilepsy (38.9% agree, 50% strongly agree). All participants would recommend this course to others and all but one participant are interested in other e-learning courses. CONCLUSION: The study indicates e-learning courses are an appropriate tool to improve knowledge of physicians in genetics of epilepsy. 相似文献
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《Journal of interprofessional care》2013,27(5):420-421
AbstractImplementing an interprofessional teamwork project for first-year students presents pedagogical and practical challenges. While transferable skills and attributes are important, engagement of students with limited professional experience in teamwork depends on relevance to current learning needs. This report outlines principles learned from planning and implementing a teamwork project for an interprofessional health administration and service development course. Practising interprofessional teamwork as leaders and teachers, aligning with previous, current and future teamwork content and processes and responding to student feedback and achievement have been the key factors in shaping the project over three semesters. Face-to-face and online interprofessional teamwork learning has necessitated developing resources that support self-direction, using familiar technology and providing enabling physical environments. Implications for first-year interprofessional teamwork are that structured well-resourced processes, responsiveness and alignment of learning all improve student outcomes. 相似文献
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Moshabab A. Asiry 《Saudi Dental Journal》2017,29(4):167-170
Objectives
To identify the readiness of students for online learning, to investigate their preference and perception, and to measure the quality of online tutorials.Materials and methods
A 14-statement questionnaire was administered to fourth year undergraduate dental students in male campus at King Saud University who completed preclinical orthodontic course. The students responded to each statement by using Likert scale.Results
The results reveal a high agreement of students (27.8–31.5% agree and 38.9–50% strongly agree) on a possession of necessary computer skills and access to internet. 59.2% and 64.8% of the students replied that online flash lectures and procedural videos were helpful to their learning, respectively. With respect to students' learning preferences, few students preferred online flash lectures (31.5%) and procedural videos (17.1%). Most students (38.9% agree and 31.5% strongly agree) preferred a combination of traditional teaching methods and online learning.Conclusion
Overall, student attitudes were positive regarding online learning. The students viewed online learning helpful as a supplement to their learning rather than a replacement for traditional teaching methods. 相似文献10.
Alham Abuatiq 《Teaching and Learning in Nursing》2019,14(4):291-297
BackgroundThe growing number of online nursing programs increased the demand to utilize interactive virtual patient learning systems in online nursing courses.PurposeTo develop and assess the validity of a tool named “Virtual Patient Learning System Evaluation Tool”.MethodsThis study was conducted in 2015–2017. The tool’s validity was determined through the assessment of content validity using an exploratory factor analysis on the data provided by 160 RN-BSN online nursing students.ResultsExploratory factor analysis was used to analyze four factors including: (a) communication (19%), (b) nursing care plan application (21%), (c) competency development using a virtual learning system (42%), and performance evaluation (4.5%). These factors explained 86.5% of the total variance, with a correlation coefficient ranging from 0.46 to .921 (p < .001). In this study, reliability was demonstrated by a Cronbach’s alpha coefficient of 0.973 indicating a reliable measure for this tool.ConclusionEvaluating the effectiveness of virtual learning systems will guide the online teaching pedagogies and the online nursing program development. 相似文献